Institutionalization, perspectives, challenges, and pedagogical dimmensions of the English language in the education systems of former British Colonies in Africa: the case of Uganda, Kenya, and Zimbabwe.

Masembe, C. S.

Abstract:The emergence of English as a language of instruction in education systems of former British colonies characterized by a mixture of ethnic groups is discussed with examples from Uganda, Kenya and Zimbabwe. The article analyzes the traditional teacher-centered teaching methods that denied the pupils a chance to be creative as they largely depended on teachers’ notes and basically studied the language for purposes of passing exams rather than learning. The new learner-centered approach that determines individual strength and weaknesses thereby discovering individual learning needs is preferred. This method is also believed to promote student autonomy and define teachers’ roles as stage setters, facilitators, and guides. With the understanding that English would continue to be the language of instruction in the above named three countries, suggestions to improve the teaching and learning of the language are made. They include the integrated approach that takes cognizance of the contribution of literature to the enrichment of the study of language; the communicative approach that emphasize forms and functions of appropriate and fluent language use; and the functional/notional approach that puts emphasis on duality of language grammatical and functional aspects.

Institutionalization, perspectives, challenges, and pedagogical dimmensions of the English language in the education systems of former British Colonies in Africa: the case of Uganda, Kenya, and Zimbabwe.

Masembe, C. S. (2003). Institutionalization, perspectives, challenges, and pedagogical dimmensions of the English language in the education systems of former British Colonies in Africa: the case of Uganda, Kenya, and Zimbabwe. Uganda Journal of Education. vol.4 pp.143 - 167